Searching for "learning space"

learning spaces and stem students

The Next 10 Years: Helping STEM Students Thrive series, on January 10th, from 12-1:30 PM ET. The topic will be learning spaces with the following guest speakers:

  • Jeanne L. Narum, Principal, Learning Spaces Collaboratory

Jeanne will discuss what she has learned about what works, why and how it works in achieving sustainable institutional transformation in the world of planning spaces for learning in the undergraduate setting.

  • Lisa Stephens, Sr. Strategist- SUNY Academic Innovation – University at Buffalo
  • Rebecca Rotundo, Instructional Technology Specialist, University at Buffalo

Lisa and Rebecca will share their experience in FLEXspace (Flexible Learning Environments eXchange) an open education repository project which has expanded to over 2,600+ users from 1,200+ educational institutions across 42 countries.

  • Xin Li, Associate University Librarian, Cornell

Xin will share information about the Library’s initiative to install a Portal on the Cornell campus in Sept. 2018, with the goal to engage faculty, students, and the community in live conversations with Portal users in different countries, cultures, or life circumstances, such as what others do for STEM education.

For more information on the speakers and to register and log into the event please go to

This collaboration between Cornell University and the University at Buffalo featuring the perspectives of national thought leaders and institutional representatives about expanding the participation of women in undergraduate STEM education at different scales.

This interactive, online series features a different topic per month. Each session kicks off with an introduction by our distinguished thought leaders followed by institutional representatives from Cornell University and the University at Buffalo who will share insights from their campuses. Participants may join the conversation, ask questions, share experiences, build networks and learn more about:

·         Innovations that can expand female or underrepresented minority student participation and success in STEM undergraduate education.

·         Effective evidence-based STEM teaching practices commonly adopted at research universities.

·         Unique institutional and cultural challenges to achieving STEM diversity.

·         What difference at scale looks like.

more on learning spaces in academic environment in this iMS blog

teaching and learning spaces for VR and AR

Planning a Teaching and Learning Space for Virtual and Augmented Reality

Tuesday, November 14, 2017 1:00 – 2:00 p.m. EST

Planning a Teaching and Learning Space for Virtual and Augmented Reality

Dr. James P. Frazee is the Senior Academic Technology Officer and Director of Instructional Technology Services (ITS) at San Diego State University.

  • The “What”: Defining the Space
  • The “Why”: Making a Case
    • Incubator for research
    • Promotes experimentation
    • Leveraging partnerships with industry players
    • Opportunity to highlight technology
  • The “How”: Designing and Implementing
    • Designing the space

more on VR in this IMS blog

bibliography on K12 learning spaces

Bibliography on K12 learning spaces

articles in popular print:

2nd Annual Next Generation Learning Spaces Asia. (n.d.). Retrieved October 12, 2016, from
10 Tips For Creating Inspiring Learning Spaces Infographic. (2016, January 26). Retrieved from
Active Learning Spaces. (n.d.-a). K-12 Blueprint. Retrieved from
Active Learning Spaces. (n.d.-b). Retrieved October 12, 2016, from
Architecture’s Pivotal Role in the Future of K 12 Learning (EdSurge News). (2016, July 11). Retrieved October 12, 2016, from
Bruff, D. (2013, December 19). Flexible Classrooms: Highlights from #Spaces4Learning | Center for Teaching | Vanderbilt University. Retrieved October 12, 2016, from
Educational Furniture : KI. (n.d.). Retrieved October 12, 2016, from
Elfring, L. (n.d.). UA-AAU STEM Collaborative Learning Spaces Project. Retrieved October 12, 2016, from
fellow, E. S. T. E. is a senior, leadership, thought leader on digital leadership with the I. C. for L. in E. H. also runs a blog on K.-12, & Reflections, A. P. (2016, February 9). 5 Ways Digital Tools Are Transforming the Education Space [Text]. Retrieved October 12, 2016, from
Homeschooling Articles – – The #1 Homeschooling Community. (n.d.). Retrieved October 12, 2016, from
Jakes, D. (2014, August 26). All About Design – Strategies for Rethinking Learning Spaces. Retrieved October 12, 2016, from
K12 Learning Space. (n.d.). Retrieved October 12, 2016, from
K12 learning spaces playbook. (n.d.). Retrieved October 12, 2016, from
Kurani, D. (2015, April 1). 10 Reasons To Re-Design Your School Space. Retrieved from
Luchs, S. (2016, February 23). Using Space to Realize a Next Gen Learning Vision | NextGen Learning. Retrieved October 12, 2016, from
New Learning Environments for 21st Century Learners. (2016, August 27). Retrieved October 12, 2016, from
Persaud, R. (2014, September 8). Why Learning Space Matters. Retrieved October 12, 2016, from
Pierce, B. D., & 08/25/15. (n.d.). 3 Ways Mobile Technology Is Transforming Learning Spaces -. Retrieved October 12, 2016, from
Reimagining Space, Time & Staffing. (n.d.). Retrieved October 12, 2016, from
Re-Thinking Learning Spaces | Tech Learning. (2013, October 25). Retrieved October 12, 2016, from
Seidel, V. P., & Fixson, S. K. (2013). Adopting Design Thinking in Novice Multidisciplinary Teams: The Application and Limits of Design Methods and Reflexive Practices: Adopting Design Thinking in Novice Teams. Journal of Product Innovation Management, 30, 19–33.
Slowakiewicz, M. (2016, March 22). STEM School Learning Spaces. Retrieved from
Using Social Media as Learning Spaces. (n.d.). Retrieved October 12, 2016, from
Vickery. (2014, August 18). Are You Hacking Your School’s Learning Spaces? Retrieved October 12, 2016, from
peer-reviewed articles:
Razavi, M. N., & Iverson, L. (2007). Designing for privacy in personal learning spaces. New Review Of Hypermedia & Multimedia, 13(2), 163-185. doi:10.1080/13614560701709861
Jung, I., & Latchem, C. (2011). A model for e-education: Extended teaching spaces and extended learning spaces. British Journal Of Educational Technology, 42(1), 6-18. doi:10.1111/j.1467-8535.2009.00987.x


more on learning spaces in this IMS blog

learning space design

An Open Repository of Learning Space Design

The cross-institutional FLEXspace team created a global forum for sharing examples of technology-enhanced learning environments and their impact on teaching and learning.

By Meg Lloyd 10/12/16

The Flexible Learning Environments eXchange (FLEXspace) a highly searchable, peer-reviewed repository of technology-enhanced learning spaces, freely available to the higher ed community.

FLEXspace uses the Artstor Shared Shelf platform to create its open education resource and share it with the higher education community.

A user begins by accessing the public facing FLEXspace website, which describes each project.

Ultimately, FLEXspace, used in conjunction with other resources like the Learning Space Rating System, will not only promote understanding of other institutions’ efforts, but also assist individual campus stakeholders in creating master learning space plans.




more on learning spaces in this IMS blog

Learning Spaces and Instructional Technology

Special Interest Group: Learning Spaces and Instructional Technology (SIG) webinars are FREE and open to anyone. Please feel free to share this with others at your institution.

Dynamic Discussion Artifacts: Moving Beyond Threaded Discussion


This session will describe an approach to online discussions that moves beyond the threaded message boards of D2L Brightspace, yet still maintained an asynchronous online delivery. Using teams, discussions were differentiated by product to allow students to turn in an artifact that represented their shared understanding during specific online course modules.  Strategies, Technology guides, rubrics, and student feedback will be shared.

Presenter: Michael Manderfeld
Senior Instructional Designer
Minnesota State University Mankato

Where (link to virtual room)



Notes from the previous session available here:

Active Learning Classrooms



Paulo Freire and Critical Pedagogy

Freire’s pedagogical concepts, such as problem posing, dialogue, praxis, conscientiazation and the politics of education, were devel-oped in a pre-Internet era. His work in popular education was deeply interpersonal and involved spending significant time in a community becoming familiar with the culture, linguistic patterns, and lifestyle of the people before ever embarking on teaching.

struggles to employ a critical pedagogy in the increasingly assessment-oriented, outcomes-based environment

While designed to make teaching in the online environment more efficient, these systems confront the critical pedagogue with challenges to create a teaching-learning environment that promotes critical reflection not only on the content of a course but on the very way in which content is delivered.

teaching in cyberspace requires a different teaching paradigm altogether

p. 170 Feenberg (2009) developed the Critical Theory of Technology (CTT),

p. 171 As outlined by CTT, technology creates a cyber culture that redefines human identity and the meaning and means of human interaction (Gomez, 2009). When viewed through this lens, online education is not simply another tool for the promotion of learning, but rather an all-encompassing environment managing and controlling access to information, structuring relationships, and redefining individual identities.

p. 171 While masquerading as efforts to enhance student learning, these industries are clearly profit-oriented. Knowledge has become a commodity, students have become consumers, faculty have become content providers, and schools operate as businesses

p. 172 Like Feenberg (2009), Freire would be concerned with the values and principles embedded in the technology of online learning, as well as the cyber culture it has created.

p. 173 Schools did not venture into online learning because they thought it was a better way to teach, but rather because they saw it as a way to reach unreached student populations with the promise of off-site educational offerings. Only later was attention given to developing online pedagogies.

Whereas education in the United States was originally viewed as a way to prepare students for effective citizenship, now it is seen as a way to develop loyal and capable employees of their corporate overlords

p. 174 A second area of concern is the banking nature of the LMSs. One of the underlying assumptions of an LMS like Blackboard™, Moodle™, or Brightspace™ is that the online platform is a repository of resources for teaching and learning.

Freire vehemently rejected this banking approach to education because it did not recognize or encourage the student’s creative, exploratory, and critical abilities. In the banking model the teacher is regarded as the holder and transmitter of knowledge, which is then imparted to the student. The banking model assumes the student is an empty vessel and does not value or recognize the student’s experiential and cultural knowledge

By contrast Freire argued for a problem-posing, constructivist approach that invites students to critically engage their world and one another. In the critical classroom, the student at times takes on the role of teacher and the teacher becomes a learner, inviting a sharing of power and mutual learning. While this approach can be carried out to an extent online, the LMS is set up to be the primary source of information in a course, and the teacher is assigned as the expert designer of the learning experience, thus limiting the constructivist nature and mutuality of the learning process.

p. 175 A third area of concern is the limited access to online learning to large sectors of society. While e-learning advocates tout the greater access to learning provided by online learning (Goral, 2013; Kashi & Conway, 2010), the digital divide is a reality impacting millions of students.

p. 176 A final area of concern is the disembodied nature of the online learning process. One of the major attractions of online learning to potential students is the freedom from having to be in a classroom in a particular time or place.

p. 177 Embodied learning means students must not only engage the cognitive dimension (thinking and reflection), but also partake in concrete action. This action in reflection, and reflection in action, referred to as praxis, involves acting on and in the world as one is seeking to learn about and transform the world.
To limit education to the transmission and reception of text-based knowledge without action undermines the entire learning process (Escobar et al., 1994).
Freire believed dialogue begins not with what the teacher professes to know, but with the student’s experience and knowledge.

p. 179 For Freire, the building of a learning community is essential to creating meaningful dialogue; this is also true for those who seek to teach effectively online. Palloff and Pratt (2007) contend that all online teaching must begin with building community and stress that a carefully constructed online learning community provides a space for students to test ideas, get feedback, and create a collaborative learning experience.
For Freire, learning was a social and democratic event where authoritarianism and control of the learning process are minimized.
“reading the world,” or conscientization, that is, understanding the larger political context in which experience occurs and knowledge is situated. In the current era of Facebook, Twitter, instant message, and other social media, in-depth discussion and analysis is often absent in favor of brief, often innocuous statements and personal opinions.
Through online academic databases, students have easy access to far more sources of information than previous generations. Furthermore, search engines like Google, Yahoo, and the like bring students in contact with remote sources, organizations, and individuals instantly.

p. 180 the challenge is not only the accessing of information, but also encouraging students to become discerning purveyors of information—to develop “critical digital literacy,” the capacity to effectively and critically navigate the databases and myriads of potential sources (Poore, 2011, p. 15)

more on online teaching in this IMS blog

K12 project based learning literature

Literature on project based learning for K 12

Keywords | search strategy:
project-based learning, kindergarten to high school, online leaching ? Online learning? Methodology? Online platforms.

старо но точно по темата:
Cathy Cavanaugh, & Kara Dawson. (2010). Design of Online Professional Development in Science Content and Pedagogy: A Pilot Study in Florida. Journal of Science Education and Technology, 19(5), 438–446.

flipped classroom зависи от културни особености. това изследване може да важи за Щатите, но не за България:
Raffaghelli, J. (2017). Does Flipped Classroom work? Critical analysis of empirical evidences on its effectiveness for learning. Form@re : Open Journal Per La Formazione in Rete, 17(3).

изследване от Турция
Şahin, S., & Baturay, M. (2016). The effect of 5E-learning model supported with WebQuest media on students’ achievement and satisfaction. E-Learning and Digital Media, 13(3-4), 158–175.

изследване от Гърция|
Georgios FESSAKIS, & Stavroula PRANTSOUDI. (2019). Computer Science Teachers’ Perceptions, Beliefs and Attitudes on Computational Thinking in Greece. Informatics in Education, 18(2), 227–258.

Lee, D., Huh, Y., Lin, C., & Reigeluth, C. (2018). Technology functions for personalized learning in learner-centered schools. Educational Technology Research and Development, 66(5), 1269–1302.

Brookes, T. (2017). Design challenges: Connecting the classroom to the real world. Teaching Science, 63(4), 16–19. Retrieved from

училищен библиотекар да работи с преподавател над учебен план много трудно ще стане в съврменна България, но не е невъзможно:
Boyer, B. (2015). Designer Librarian: Embedded in K12 Online Learning. 59(3), 71–76.
Educause прогнозира нарастваща роля на instructional designer при съставянето на учебни планове: e.g.;;;

Lindsey M Swagerty, & Tara Hodge. (2019). fostering creativity and curiosity: developing safer elementary STEM learning spaces. Technology and Engineering Teacher, 78(8), 20–23. Retrieved from

Tandra L. Tyler-Wood, Deborah Cockerham, & Karen R. Johnson. (2018). Implementing new technologies in a middle school curriculum: a rural perspective. Smart Learning Environments, 5(1), 1–16.

Justin Weidman, & Geoffrey Wright. (2019). promoting construction education in K-12 by using an experiential, student-centered, STEM-infused construction unit. Technology and Engineering Teacher, 79(1), 8–12. Retrieved from

това е за твоя офис за професионално ориентиране:
Destinations Career Academies Offer Support to Schools, Families Disrupted by Coronavirus (p. 68–). (2020). NewsRX LLC.

Schachter, R. (2013). Project-based learning 2.0: technology pushes PBL into fifth gear in K12. 49(12), 60–.

Lee, D., Huh, Y., Lin, C., & Reigeluth, C. (2018). Technology functions for personalized learning in learner-centered schools. Educational Technology Research and Development, 66(5), 1269–1302.

From ResearchGate:

Ching, Y.-H., & Hsu, Y.-C. (2011). Incorporating peer feedback for learning in a project-based online learning environment. ResearchGate.

D’amico, G., & Amissah, P. (2019). Advantages and Challenges of Online Project Based Learning. ResearchGate.
Dewi, U., & Kristanto, A. (2019). Development of Online Project Based Learning Models. ResearchGate.
Handoyono, N. A., & Rabiman, R. (n.d.). (PDF) Improvement of Learning Motivation and Learning Outcomes by Applying The Problem Based-Learning Method. ResearchGate. Retrieved March 22, 2020, from
Kerr, S. (2009). Project based learning online: A case study in a project based online high school. ResearchGate.
Kurubacak, G. (2004). Sharing Power and Culture Through Project-Based Online Learning (PBOL): Designing Online Knowledge Based on Multicultural Education. ResearchGate.
Kurubacak, G. (2007). Promoting Self-Motivated Learning Through Project Based Online Learning. ResearchGate.
Otieno, F. (2019). Developing a Cohesive Active Learning Approach by Integrating Theoretical Case Studies and Practical Problem-Based Learning Principles. ResearchGate.
Tran, T. Q., & Ngoc Tu, T. P. (2019). (PDF) The Important Roles of Project-Based Learning in Teaching English to High School Students. ResearchGate.
Zakaria, A., Salleh, A., Ismail, Mohd. S., & Ghavifekr, S. (2019). (PDF) Cultivating Positive Values via Online Project-Based Module (m-PAT). ResearchGate.

VIA (very important article):
McDougall, J., Readman, M., & Wilkinson, P. (2018). The uses of (digital) literacy. Learning, Media and Technology, 43(3), 263–279.

2020 Immersive Learning Technology

2020 Immersive Learning Technology

2020-Immersion-012420 per Mark Gill’s finding

Technology is rapidly changing how we learn and grow. More and more, tools and platforms that make use of virtual reality (VR), augmented reality (AR), and extended reality (ER)—collectively known as immersive learning technology—are moving from the niche world of Silicon Valley into retail stores, warehouses, factory floors, classrooms as well as corporate education and training programs. The value is clear: these immersive learning tools help companies, training providers, and educators train workers better, faster, and more efficiently. Of course, the impact doesn’t stop at the bottom line. Immersive learning presents an opportunity to reliably train employees for situations that are expensive to support, challenging to replicate, and even dangerous. And it can be done efficiently, safely, and with better learning outcomes.

1 in every 3 small and mid-size businesses in the U.S. is expected to be piloting a VR employee training program by 2021, seeing their new hires reach full productivity 50% faster as a result.1

The worldwide AR and VR market size is forecast to grow nearly 7.7 times between 2018 and 2022.

14 million AR and VR devices are expected to be sold in 2019

By 2023, enterprise VR hardware and software revenue is expected to jump 587% to $5.5 billion, up from an estimated $800 million in 2018.

Virtual Reality VR  A computer-generated experience that simulates reality. VR may include visual, auditory, or tactile experiences.

Augmented Reality AR A live experience of a physical space, where computer-enhanced visualizations, sounds, or tactile experiences overlay the real-world environment.

Mixed Reality MR A blend of virtual experiences and the real world where virtual and augmented experiences are presented simultaneously

Extended Reality ER  An immersive experience involving interactions with the real world, virtual reality, augmented reality, as well as other machines or computers adding content to the experience.

Soft Skills Technical Skills Immersive learning technologies can help people develop human skills, such as empathy, customer service, improving diversity and inclusion, and other areas

Technical Skills.  Immersive learning technologies enable workers to learn through simulated experiences, providing the opportunity for risk-free repetition of complex or dangerous technical tasks.

more on immersive learning in this IMS blog

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